語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Making It Your Own: Understanding Te...
~
Blum-Smith, Sarah.
FindBook
Google Book
Amazon
博客來
Making It Your Own: Understanding Teachers' Orientations to Technology in Practice.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Making It Your Own: Understanding Teachers' Orientations to Technology in Practice./
作者:
Blum-Smith, Sarah.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:
150 p.
附註:
Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
Contained By:
Dissertations Abstracts International82-05A.
標題:
Technology education. -
電子資源:
https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28220483
ISBN:
9798678134349
Making It Your Own: Understanding Teachers' Orientations to Technology in Practice.
Blum-Smith, Sarah.
Making It Your Own: Understanding Teachers' Orientations to Technology in Practice.
- Ann Arbor : ProQuest Dissertations & Theses, 2020 - 150 p.
Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
Thesis (Ed.D.)--Harvard University, 2020.
This item must not be sold to any third party vendors.
Too often, teachers are not given meaningful opportunities to participate in discussions about the purposes of education and the interaction of purposes and practices, key conversations about the means and ends of teachers' work (Ingersoll, 2003; Johnson, 1990). This problem has particular manifestation in the area of educational technology, where discussions about what to do and why are frequently dominated by actors other than teachers, such as administration or designers and producers of the technology itself (Bowers, 1988; Buckingham, 2007; Cuban, 2001). Consequently, the categories for understanding how teachers relate to educational technology have been largely binary: compliance with or resistance to the plans and visions of integration formulated by others. This project, based on qualitative interviewing with teachers about the terms in which they understood and thought about their own practice, intervenes in these conversations in two ways. The first is by offering an alternative framing to resistance/compliance as a way to talk about teachers and technology, that of teachers as both open and critical in their orientation to technology in classroom practice. This is an orientation to technology characterized by selective use of technological tools and practices in the service of teachers' own sense of purpose for themselves, their students, and their classrooms. Secondly, rather than focusing on the perception of teacher resistance as the central problem in efforts at meaningful technology integration, I argue that we should be concerned with what some teachers described as the anxiety-provoking pressure to "keep up" with technology, an idea reflected in dominant discourse that positions technology as the driver of necessary educational change and equates lack of use with bad teaching. In considering the implications of this study I argue that the orientation of being both open and critical towards educational technology, while contrasting with dominant discourse, is resonant with existing research on how people (and teachers) learn and how meaningful educational change takes place.
ISBN: 9798678134349Subjects--Topical Terms:
3423978
Technology education.
Subjects--Index Terms:
Teachers
Making It Your Own: Understanding Teachers' Orientations to Technology in Practice.
LDR
:03305nmm a2200373 4500
001
2276784
005
20210510091910.5
008
220723s2020 ||||||||||||||||| ||eng d
020
$a
9798678134349
035
$a
(MiAaPQ)AAI28220483
035
$a
(MiAaPQ)0084vireoharvard245Blum-Smith
035
$a
AAI28220483
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Blum-Smith, Sarah.
$3
3555081
245
1 0
$a
Making It Your Own: Understanding Teachers' Orientations to Technology in Practice.
260
1
$a
Ann Arbor :
$b
ProQuest Dissertations & Theses,
$c
2020
300
$a
150 p.
500
$a
Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
500
$a
Advisor: Brennan, Karen.
502
$a
Thesis (Ed.D.)--Harvard University, 2020.
506
$a
This item must not be sold to any third party vendors.
520
$a
Too often, teachers are not given meaningful opportunities to participate in discussions about the purposes of education and the interaction of purposes and practices, key conversations about the means and ends of teachers' work (Ingersoll, 2003; Johnson, 1990). This problem has particular manifestation in the area of educational technology, where discussions about what to do and why are frequently dominated by actors other than teachers, such as administration or designers and producers of the technology itself (Bowers, 1988; Buckingham, 2007; Cuban, 2001). Consequently, the categories for understanding how teachers relate to educational technology have been largely binary: compliance with or resistance to the plans and visions of integration formulated by others. This project, based on qualitative interviewing with teachers about the terms in which they understood and thought about their own practice, intervenes in these conversations in two ways. The first is by offering an alternative framing to resistance/compliance as a way to talk about teachers and technology, that of teachers as both open and critical in their orientation to technology in classroom practice. This is an orientation to technology characterized by selective use of technological tools and practices in the service of teachers' own sense of purpose for themselves, their students, and their classrooms. Secondly, rather than focusing on the perception of teacher resistance as the central problem in efforts at meaningful technology integration, I argue that we should be concerned with what some teachers described as the anxiety-provoking pressure to "keep up" with technology, an idea reflected in dominant discourse that positions technology as the driver of necessary educational change and equates lack of use with bad teaching. In considering the implications of this study I argue that the orientation of being both open and critical towards educational technology, while contrasting with dominant discourse, is resonant with existing research on how people (and teachers) learn and how meaningful educational change takes place.
590
$a
School code: 0084.
650
4
$a
Technology education.
$3
3423978
650
4
$a
Elementary education.
$3
641385
650
4
$a
Curriculum development.
$3
684418
653
$a
Teachers
653
$a
Technology
653
$a
Instructional change
653
$a
Teacher learning
690
$a
0710
690
$a
0727
690
$a
0524
710
2
$a
Harvard University.
$b
Education Policy, Leadership, and Instructional Practice.
$3
3351533
773
0
$t
Dissertations Abstracts International
$g
82-05A.
790
$a
0084
791
$a
Ed.D.
792
$a
2020
793
$a
English
856
4 0
$u
https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28220483
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9428518
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入